THE AIM of our project is to bring motivation, grit and choice in learning, and to promote practices based on research through an approach developed around the concept of `de-schooling`. We understand DE-SCHOOLING as a model of learning that is found attractive, relevant and appropriately paced by students, as opposed to current SCHOOL practices that promotes non-motivating learning and leads to learning outcomes that are not relevant for the labour market. We aim to equip the students to meet future challenges and to achieve their full potential as adults. We develop and deliver to students are the set of transferable knowledge and skills, defined as ``21st century skills``. THE OBJECTIVES (I)CONCERNING STUDENTS as target group, we assume to develop a non-curricular program, TARGETING `DISADVANTAGED YOUTH` (ii) CONCERNING THE SCHOOLS we assume is possible to re-shape the school practices, within and outside the school, through improved quality of teaching-learning environment and better performing students. Through direct activities the project will reach a number of 160 students, 92 school & educational professionals from 4 countries, involving 7 partners - we consider TARGET GROUP EACH DISADVANTAGED STUDENT HAVING a certain obstacle for self-realization, as having unemployed parents or over-employed parents, no time for children support; immigrant background or parents working abroad; poor results in primary school, lack of motivation and self-confidence, lack of learning skills; risk of marginalization, non-discovered talents or non-recognized competencies; lack of positive school-experience etc. THE PARTNERSHIP is a precondition for the development of this complex project, so the final results and the whole process is ready for further multiplication. The partners from CY and TR were invited because these countries have similar learning performances of the students as RO, documented by PISA test, being behind the average OECD score. ACTIVITES AND METHODOLOGY The project adopt an INNOVATIVE AND CHALLENGING APPROACH, by addressing the students as target group, delivering the services in ``THE SAFE SPOT``, and later to assist the whole school to experience an organizational management cycle, as the piloted innovation will be integrated in the school practices. Starting from the state of the art for partner country, a complementary action research will be conducted, resulting the LOCAL NEEDS ASSESSMENT (O.1.) This process, include also the Scenario building, Expert team creation for the main intervention for students within ``the safe spot``. The whole partnerships` contribution will produce the PACKAGE OF SERVICES (O.2. “HANDBOOK OF LEARNING PACKAGE: THE SAFE SPOT”) dedicated to the students in order to bring motivation, grit and choice. To build the concept, to pilot and implement the intervention is the process of `de-schooling in school`, because the components of the services will be developed and delivered first as non-curricular activities. The package will cover some of 21th century skills, as: Students' engagement, drive and self-beliefs, motivation; REAL problem-solving skills Student talents and inclinations, creative knowledge acquisition, self-realization Applied project management Entrepreneurial spirit and skills THE ELEMENTS OF THE PACKAGE ARE FULLY INNOVATIVE BOTH IN CONTENT AND DELIVERY: type of interaction among actors, locus of control and power distribution, empowering the students to take the responsibility for their own correct decisions and future. The innovative character of the `DE-SCHOOLING` process will be followed during the next phase, when we integrate the process`` IN SCHOOL``, thus improving the whole educational process. The last phase is a complex TRANSFER OF METHODS, TOOLS ATTITUDES, INTERACTIONS INTO CURRENT SCHOOL PRACTICES, PRODUCING THE ORGANIZATIONAL CHANGE MANAGEMENT CYCLE METHODOLOGY (O.3). As a formal support a teacher staff training process will be delivered, this process is the RE_SHAPING of the school practices, based on the non-curricular experience, and consist on transfer of methods, tools, attitudes, new type of interactions into daily school activities. During this phase as innovative added value the mobile unit will be created, as a multidisciplinary team (teacher, psychologist/educator, expert) that will develop and implement the personalized approach for each situation, including family involvement in intervention The envisaged impact is at least 160 motivated students raised awareness and specific competencies for employability, life skills, positive behavior towards learning and intrinsic motivation provided by the services of the 4 Safe Spots services, 4 schools with improved competences of the staff (92) working with their stakeholders for continuous improvement of the education. The long term impact will be reflected in Safe Spot Model integration as a curricular activity in 4 schools and transfer in other institutions.